A Study Of The Application Of Affective Teaching Upon Reading Course In A Senior High School

English reading plays an important role in modern people's life. People can acquire the advanced knowledge of science and culture, and obtain the manners and customers abroad by English reading, which plays an important part in expanding peoples' views. However, students are not interested in English reading, instead, they think that English reading is boring. The reason is that the teachers always focus on the students' cognitive education, but neglect students' emotional development during the traditional teaching process of English reading. It means that English teachers pay more attention to teach students language knowledge and train students language skills, nevertheless, pay less attention to cultivate students' affect during the teaching process of English reading, which makes students' emotion in a negative status.In return, students' negative emotions hinder their English reading learning.The study, based on the previous researches at home and abroad, guided by the humanist learning theory, the affective filter hypothesis theory and English reading teaching theory, investigated the senior high school students' affective status during the English reading learning in the first place. It was also meant to prove whether the affecive teaching could improve the English reading learning. One hundred and five students of Class four and Class five at Gansu Yongjing Senior High School participated in the research. One questionnaire, an interview and two English reading tests were used for data collection. The data obtained were subjected to descriptive statistics and one-way ANOVA(SPSS 18.0), which were done to know the students' affective status and reading level of two classes in pre-test and post-test. Paired Samples T-tests(SPSS 18.0) were conducted to compare affective factors mean scores and reading scores of the experimental class in pre-test and post-test.The findings of the research revealed that the students' affective status is unsatisfying during the process of English reading learning at present. Students' English reading learning was affected by the affective factors. Students' reading level and affective status could be improved by the affective teaching method. According to the research findings and author's teaching practice, the author put forward some advice regarding how to cultivate the students' positive affective factors to improve students' English reading learning.